Undergraduate Course: Childhood Studies Work Based Learning 1: Professional Development (EDUA08045)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 8 (Year 2 Undergraduate)
||Availability||Not available to visiting students
|Summary||With a critical focus on the National Care Standards, The Social Service Council Registration Criteria for Childhood Practitioners, Curriculum of Excellence, the 3-5 Curriculum and Birth to 3 Curriculum students will assess their development as childhood practitioners. They will compare the policies and professional standards of childhood practitioners to that of teachers, social workers, community educators and nurses. A systematic process of self-development activities will enable students to progressively develop their competence in the workplace (e.g. time management, conflict resolution, planning a body of work). Course tutors will introduce students to the theory and practice of experiential learning and prepare them to act as 'reflective practitioners'. The course will also enable them to consider their critical thinking skills, learning styles and ability to meet academic standards of writing. The course will culminate in seminar events, organised by student learning clusters, attended by course members.
Work-based learning involves learning closely bound to students┐ professional role in current or previous workplaces. The course arrangements are tailored to meet individual students' requirements. This course enables students to analyse their current or previous work roles, complemented by other activities such as directed reading, research, conference organisation and group work. Students will develop a comprehensive understanding of their learning within their professional practice and theoretical inquiry. This will be achieved by students reflecting on issues of professional practice, effective practice, reflective practice and critically reflective practice.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
|Additional Costs|| Small Conference Costs
Course Delivery Information
|Academic year 2020/21, Not available to visiting students (SS1)
|Learning and Teaching activities (Further Info)
Lecture Hours 44,
Programme Level Learning and Teaching Hours 8,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Assessment 1: Each student will produce a 2,000 word assignment that critically assesses their capacity for self-management. The assessment should include elements of self-assessment, peer observation, or fieldwork with practitioners. This assessment is worth 50% of the course mark.
Assessment 2: Each student will summarise the key findings from the conference event and draw out the implications for their own understanding of professionalism (2,000 words). This assessment is worth 50% of the course mark.
||Feedback is an integral part of Work-based Learning 1 and takes many forms. We encourage you to see learning and teaching as a partnership: we will do our best to give you helpful feedback on your work, and it is up to you to make the best use of the feedback you receive. If you find yourself unsure of how to make good use of feedback, please speak to the course organiser.
You can find more information on feedback here: http://www.enhancingfeedback.ed.ac.uk/
The University of Edinburgh is committed to providing at least one feedback or feed-forward opportunity as part of every course, with feedback provided within 15 working days or in time to be useful for the next piece of assessed work, whichever is the sooner. In Work-based Learning 1 we significantly exceed this stated commitment by offering the following opportunities to all students:
Formative Assessment Opportunities
1. GROUP DISCUSSIONS
Learning activities for Work-based Learning 1 have been designed to include interactive group activities. Information about these activities can be found in the learning materials in advance of each class. You should come fully prepared and able to share ideas and questions. Through discussion, your tutor and other students will help clarify any misunderstandings, and work on applying theoretical ideas to practical examples. Such discussions are very important opportunities for feedback. Your tutor will comment on your understanding of the ideas covered in the course, and may give you specific advice regarding your progress. Such feedback is intended to help you understand what your strengths and development points are, and to enable you to take informed responsibility for your learning and progression. To really make the most of them, you may find it helpful to write up notes from the discussions.
2. ASSIGNMENT EXAMPLES
Work-based learning 1 is assessed by two essays. Examples of essays from previous years are available via the course assessment folder, together with other guidance including the grade-related marking criteria. You can use these in a number of ways. For instance, you could discuss them with another student or small group of students, you might want to try ┐marking┐ them yourself and comparing your assessment with the actual marking sheet.
Making good use of feed-forward and feedback is a skill which, like any other, needs to be learned, practised and honed. If you feel you would benefit from guidance on making good use of feedback, you can talk to your Personal Tutor, and/or ask whether the topic can be discussed at one of your PT group meetings.
Summative Feedback Opportunities
Formal written feedback will be given to each student on their assignments at the end of the course.
|No Exam Information
On completion of this course, the student will be able to:
- Critically Assess their own competence in terms of relevant policies, devise a personal action plan, show knowledge of how to manage resources and critically assess their development as a childhood practitioner.
- Consider how to support the self-empowerment of children and families in the community and demonstrate knowledge of the relationship between community and children┐s services
- Demonstrates their planning skills by undertaking various roles when organising a conference/seminar for their peer group based on an identified issue
- Demonstrate presentation skills by presenting and synthesising their views, ideas and concepts on a work related topic
- Demonstrate the ability to evaluate practice and implement appropriate change in the work place.
|There is a weekly reading list provided in the handbook:|
Key readings include:
Bolton, G. (2010) "Reflection and Reflexivity" chapter 2 in Reflective Practice: writing and professional development, (3rd edition) London, Sage.
Davis J.M. (1998) Understanding the Meanings of Children: A Reflexive Process in Children & Society, vol. 12 pp 325-335
Hill, M., David, J., Prout, A. and Tisdall, K. (2004) Moving the Participation Agenda Forward, Children and Society 18 (2): 77-96. (Available as an e-journal through the University Library website).
Brookfield, Stephen, (1987) "Learning to Think Critically in Adult Life" from Stephen Brookfield. Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass Publishings.
Elfer, P. Dearnly, K. (2007) "Nurseries and emotional well-being: evaluating and emotionally containing model of professional development, Early Years, 22:3 pp 267-279.
|Graduate Attributes and Skills
||This course involves all of the University graduate attribute skills:
A. Research and Enquiry
Graduates of the University will be able to create new knowledge and opportunities for learning through the process of research and enquiry. This may be understood in terms of the following:
-be able to identify, define and analyse problems and identify or create processes to solve them
-be able to exercise critical judgment in creating new understanding
-be ready to ask key questions and exercise rational enquiry
-be able to critically assess existing understanding and the limitations of their
own knowledge and recognise the need to regularly challenge all knowledge
-search for, evaluate and use information to develop their knowledge and
-have an informed respect for the principles, methods, standards, values and
boundaries of their discipline(s) and the capacity to question these
-understand economic, legal, social, cultural and environmental issues in the
use of information
-recognise the importance of reflecting on their learning experiences and be
aware of their own learning style
B. Personal and Intellectual Autonomy
Graduates of the University will be able to work independently and sustainably, in a way that is informed by openness, curiosity and a desire to meet new challenges. This may be understood in terms of the following:
-be open to new ideas, methods and ways of thinking
-be creative and imaginative thinkers
-be able to identify processes and strategies for learning
-be independent learners who take responsibility for their own learning, and
are committed to continuous reflection, self-evaluation and self-improvement
-be able to make decisions on the basis of rigorous and independent thought,
taking into account ethical and professional issues
-be able to use collaboration and debate effectively to test, modify and
strengthen their own views
-be intellectually curious and able to sustain intellectual interest
-be able to respond effectively to unfamiliar problems in unfamiliar contexts
-have a personal vision and goals and be able to work towards these in a
Graduates of the University will recognise and value communication as the tool for negotiating and creating new understanding, collaborating with others, and furthering their own learning. This may be understood in terms of the following:
-make effective use of oral, written and visual means to critique, negotiate, create and communicate understanding
-use communication as a tool for collaborating and relating to others
-further their own learning through effective use of the full range of
-seek and value open feedback to inform genuine self-awareness
-recognise the benefits of communicating with those beyond their immediate
-use effective communication to articulate their skills as identified through self-
D. Personal Effectiveness
Graduates of the University will be able to effect change and be responsive to the situations and environments in which they operate. This may be understood in terms of the following:
-appreciate and use talents constructively
-be able to create and harness opportunities
-be able to manage risk while initiating and managing change
-be responsive to their changing surroundings, being both flexible and
-have the confidence to make decisions based on their understandings and
their personal and intellectual autonomy
-be able to flexibly transfer their knowledge, learning, skills and abilities from
one context to another
-understand social, cultural, global and environmental responsibilities and
-be able to work effectively with others, capitalising on their different thinking,
experience and skills
-work with, manage, and lead others in ways that value their diversity and
equality and that encourage their contribution to the organisation and the wider community
|Additional Class Delivery Information
||This course runs Tuesday evenings 6.30-8.30pm
|Keywords||Children Childhood Work Reflexive Practice
|Course organiser||Mr Luke Addison
|Course secretary||Miss Gabriella Szel
Tel: (0131 6)51 4906